Kohler_LMF

//Learning Motivation and Fun//
 //View// the assignment page //for a more detailed explanation of this project.

In this exercise, you'll collect data from our database of interviews about fun and learning. Use this template and the data to create 5 generalizations for what you observed. Your generalizations should answer the questions//
 * //What makes learning fun and engaging?//
 * //What are the implications for your own teaching and design work//

What are your 5 generalizations?
//**1. Females who experienced a fun learning activity between the ages of 2 and 9 primarily encountered a physical, hands-on activity.**// //Of the seven females interviewed, five (or 71%) described a variety of learning experiences that involved movement. For instance, Janice describes going on nature walks with her father and finding historical artifacts. She would then go to the library to learn more about the artifacts she found. Even Rose explains how her class would stand and do the multiplication tables while her instructor snapped. Physical motion helps to place learning experiences in long term memory. I think it creates a stronger mental connection towards recall.//

//**2. People of various ages who found fun learning experiences involved a competitive nature were satisfied with a non-physical reward.**// //Of the 32 videos posted under "high competition", I randomly viewed eight of them. Of the eight I watched, only two out of the eight (or 25%) received a tangible prize like a trophy or candy. Of the six remaining, five were satisfied with 1st place status among their classmates/co-workers. One participant, Andrew, describes his learning experience with driving a manual transmission. He mentions how he practiced continuously in the Grossmont College parking lot until he was able to master the clutch. The mastery itself was the prize.


 * 3. Women over the age of 60 found hobby-based learning activities to be fun because of the product they produced.** While there were only three participants in this category, I found it interesting that all three of them had satisfaction from what they accomplished through their learning experience. Grandma Ardis explains how she was excited to see how her ceramic would turn out. Barbara says that she enjoyed how her choir music helped others. Suzanne gives a very encouraging story of fulfilling a life dream to ride a horse. All three of them had observable outcomes they could share.


 * 4. Most role-playing experiences took place in a high school classroom setting.**// //There were eight people whose learning activity was// //categorized as having a high role-playing/fantasy role// //and six (or 75%)// //of them took place in high school or earlier. Any non-traditional experience in a classroom could be recorded as a memorable one. Gina mentions how her teacher separated the classroom into Samurais and pirates. John explains how his class did a simulation of a historical trial. He remembers the part he played in detail. In fact, he even states that his experience may have encouraged him to choose teaching as a career. Even Edison says that looking at math problems from a "Sherlock Holmes" perspective encouraged him to seek for the solutions even though the problems were challenging for him.


 * 5. Male self-learners between the ages of 20 and 29 stay motivated by focusing on an end product.** Of the six participants in this category, four of them (67%) justified their determination and conscientiousness because of the end prize, as diverse as they were. From Mario's Cookie Monster cake to Nate's gourmet home-cooked meal, they all were focused on reaching a self-determined goal. Chris has an amazing story of how he wanted to learn how to repel from dangerous heights in order to capture rock climbers on film. He learned by reading books every Friday and drinking a lot of beer. Whether because of the alcohol or the content, Chris stayed self-motivated and reached his goal.//